At Millfields Primary school our intent for mathematics is to inspire children through a rich and balanced curriculum and to allow them to better make sense of the world around them by making connections between mathematics and everyday life, as well as developing a sense of enjoyment and curiosity of the subject. We intend for children to develop an ability to solve problems, to reason, to think logically and to work systematically and accurately. Teaching our curriculum content in blocks allows children to explore skills and knowledge in depth and to reason, problem solve and develop fluent conceptual understanding. We aim to develop resilience that enables all children to reason and problem solve with increased confidence. Key knowledge and skills are also revisited regularly allowing repetition to embed learning. A concrete, pictorial, abstract approach provides children with a clear structure in which they can develop their depth of understanding of mathematical concepts. We aim to ensure that mathematics is a high profile subject which children view positively and with a ‘Can do’ attitude.
At Millfields Primary School our broad and balanced mathematics curriculum was created to be relevant and engaging and is differentiated to match the needs and abilities of all our children to create an environment where pupils are able to excel. As a school, we believe in the importance of following the concrete-pictorial-approach as a means to developing a solid understanding of mathematical concepts which can be applied in a variety of contexts through reasoning and problem solving challenges. Our curriculum maps are based on the White Rose yearly overviews which set the curriculum out in blocks enabling children to get to grips with different areas of maths through extended periods of time. Alongside the White Rose materials, we use many other resources to ensure that our offer is rich and varied. These include Classroom secrets, NCETM, NRich, deepening understanding – these are used across KS1 and KS2 allowing children to be exposed to a variety of different types of learning and to ensure coverage of fluency, problem solving and reasoning in different formats. Correct mathematical vocabulary is used by all teachers and this is discussed with and explained to children who are then encouraged to use it independently when talking about maths. Vocabulary is displayed clearly on working walls and is referred to in lessons. Timetabled interventions for maths are in place for children that are working below expected level or have not made the necessary progress. Times tables play an important part in our maths learning, with children developing their fluency in rapid recall of tables up to 12 x 12 by the end of year 4. While the rapid recall of times tables are being developed, children are also learning how to apply and manipulate their understanding of this to reason and solve problems.
Children will understand the relevance and importance of what they are learning in relation to real world concepts and will know that maths is a vital life skill that they will rely on in many areas of their daily life. Children will have a positive view of maths due to learning in an environment where maths is promoted as being an exciting and enjoyable subject in which they can investigate and ask questions; they know that it is OK to be ‘wrong’. We aspire for children to achieve a bank of efficient and accurate skills that can be used to calculate effectively. These will have been underpinned by the C-P-A process so children understand rather than just do, which ultimately will allow children to identify when answers do not make mathematical sense. Children will be able to apply these calculation skills and understanding of other areas to become confident and resilient problem-solvers with the ability to reason and articulate their ideas mathematically. Our feedback and interventions support children to strive to be the best mathematicians they can be, ensuring a high proportion make good to excellent progress and a high proportion are on track or above.